Fundamentals+and+Foundations

Topic
toc **Fundamentals and Foundations:** Fiction

Students will obtain a firm grasp on the “Fundamentals and Foundations” needed in order to gain the knowledge and skills necessary to meet and master the 11th grade’s core curriculum standards. They will explore basic listening, reading and writing in order to advance to a more complex level. Students will determine how best to take notes, highlight important text, understand what is read, seek out a theme (controlling idea), depict how literary elements/figurative language are used to develop literary works, and interpret quotes. In addition they will gain the skills needed to write solid paragraphs and persuasive essays (as well as other essays). Emphasis will be placed on thesis statements (controlling ideas), supporting what is written, full development, organization, grammar, punctuation, and usage skills. Ultimately students’ knowledge and skills will be sufficiently amped so that their growth in listening, reading and writing skills is proficient for the English Regents and in the Common Core Curriculum Standards.

Common Core Standards
**RL.11-12.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  **RL.11-12.2.** Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  **RL.11-12.4**. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.  **RI.11-12.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  **RI.11-12.2.** Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.  **RI.11-12.4.** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text  **RI.11-12.5.** Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.  **W.11-12.1.** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. **W.11-12.2.** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  **W.11-12.4.** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  **W.11-12.5.** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.  **W.11-12.9.** Draw evidence from literary or informational texts to support analysis, reflection, and research.  **SL.11-12.1.** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  **SL.11-12.3.** Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.  **SL.11-12.4.** Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. <span style="font-family: Arial,Helvetica,sans-serif;">**L.11-12.1.** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <span style="font-family: Arial,Helvetica,sans-serif;"> **L.11-12.2.** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. <span style="font-family: Arial,Helvetica,sans-serif;"> **L.11-12.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. <span style="font-family: Arial,Helvetica,sans-serif;"> **L.11-12.6.** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Suggested Student Objectives
SWBAT
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recall reading and writing vocabulary.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read works associated with this unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explain the purpose of the introduction, body and conclusion in paragraphs and essays.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Identify controlling ideas/themes of works read.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write notes when hearing an excerpt from a work read.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Paraphrase what has been read or heard.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Distinguish those words in a reading that are important enough to highlight.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review literary elements and figurative language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read two works which have similar themes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write paragraphs that fit requirements for English Regents (#26, #27)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create an outline for a paragraph that demonstrates strong organization and detail.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Edit and rewrite those paragraphs
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write that theme (controlling sentence) and cite how both works
 * <span style="font-family: Arial,Helvetica,sans-serif;">Translate quotations from works read and/or critical lens quotations.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Analyze the quotations and give opinion of it
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cite examples and details from works which prove opinion.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create critical lens essay that would fulfill requirements for a well-developed, organized essay.

Suggested Additional Readings
<span style="font-family: Arial,Helvetica,sans-serif;">“Exchange” by Ray Bradbury <span style="font-family: Arial,Helvetica,sans-serif;">“The Fun They Had” by Isaac Asimov
 * <span style="font-family: Arial,Helvetica,sans-serif;">Short Story: **

<span style="font-family: Arial,Helvetica,sans-serif;">“Maple Valley Branch Library, 1967” – by Rita Dove <span style="font-family: Arial,Helvetica,sans-serif;">“The Reader” – by Richard Wilbur <span style="font-family: Arial,Helvetica,sans-serif;">“My First Memory [of Librarians]” – by Nikki Giovanni
 * <span style="font-family: Arial,Helvetica,sans-serif;">Poems: **

<span style="font-family: Arial,Helvetica,sans-serif;">“Reading Strategies: Reading Efficiently by Reading Intelligently.” <span style="font-family: Arial,Helvetica,sans-serif;">“How to Read a Short Story.” <span style="font-family: Arial,Helvetica,sans-serif;">“Types of Listening: Informative – Air University” <span style="font-family: Arial,Helvetica,sans-serif;">“George Orwell’s 5 Rules for Effective Writing”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essay: **

<span style="font-family: Arial,Helvetica,sans-serif;">From- The Memoirs of Chief Red Fox, published in 1971 <span style="font-family: Arial,Helvetica,sans-serif;">Interview with: Jamake Highwater, an expert in traditional Native American culture
 * <span style="font-family: Arial,Helvetica,sans-serif;">Memoir: **

<span style="font-family: Arial,Helvetica,sans-serif;">Nobel Prize Acceptance Speech by William Faulkner
 * <span style="font-family: Arial,Helvetica,sans-serif;">Speech: **

<span style="font-family: Arial,Helvetica,sans-serif;">“You’re either part of the solution or part of the problem.” (Leroy Eldridge Cleaver) <span style="font-family: Arial,Helvetica,sans-serif;">“Men who are in earnest are not afraid of consequences.” (Marcus Garvey) <span style="font-family: Arial,Helvetica,sans-serif;">“…[T]he strongest man upon earth is he who stands most alone.” (Henrik Ibsen) <span style="font-family: Arial,Helvetica,sans-serif;">“Fear always springs from ignorance.” (Ralph Waldo Emerson) <span style="font-family: Arial,Helvetica,sans-serif;">“The real hero is always a hero by mistake…” (Umberto Eco) <span style="font-family: Arial,Helvetica,sans-serif;">“Greatness lies not in being strong, but in the right use of strength…” (Henry Ward Beecher)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Critical Lens Quotations: **

Resource Links
<span style="font-family: Arial,Helvetica,sans-serif;">pp. 1124-1125.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Asimov, Isaac. “The Fun They Had.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Bradbury, Ray. “Exchange”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Dove, Rita. “Maple Valley Branch Library, 1967.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Faulkner, William. “Nobel Prize Acceptance Speech.” Prentice Hall Literature: The American Experience.
 * <span style="font-family: Arial,Helvetica,sans-serif;">“George Orwell’s 5 Rules for Effective Writing.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Giovanni, Nikki. “My First Memory [of Librarians]”
 * <span style="font-family: Arial,Helvetica,sans-serif;">“How to Read a Short Story.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Reading Strategies: Reading Efficiently by Reading Intelligently.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Types of Listening: Informative – Air University
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wilbur, Richard. “The Reader.”

Activities
<span style="font-family: Arial,Helvetica,sans-serif;">Reflect on reading vocabulary and discuss the definitions. Take notes. Use selected readings to point out those words. VOCABULARY: audience - Clincher sentence/paragraph – conflict – connotation – conventions - denotation <span style="font-family: Arial,Helvetica,sans-serif;">imagery - metaphor mood – motif – parallelism – repetition – satire – structure – symbol – syntax - theme(s) – tone transition – unity – voice (RL.11-12.4., RI.11-12.4., L.11-12.5, L.11-12.6, SL.11-12.3)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration: **

<span style="font-family: Arial,Helvetica,sans-serif;">Listen to passages, take notes, and discuss the purpose of the introduction, body and conclusion. Identify the controlling idea/theme. Decide how the theme has been supported. (RL.11-12.4., RI.11-12.1, RI.11-12.2., <span style="font-family: Arial,Helvetica,sans-serif;">RI.11-12.5, SL11-12.3, SL.11-12.4., L.11-12.2.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration (Listening): **

<span style="font-family: Arial,Helvetica,sans-serif;">Read works, highlight important ideas/concepts, discuss the essential meaning of the work (controlling idea/thesis statement), write an outline depicting how the work supports the thesis statement, write paragraph from the outline, edit and re-write. (RL.11-12.1, RL11-12.2, RI.11-12.1, RI.11-12.2, SL.11-12.1.,W.11-12.2, W.11-12.3., W.11-12.9, L.11-12.1)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Seminar and Writing (Informative/Explanatory) (Informative Reading): **

<span style="font-family: Arial,Helvetica,sans-serif;">Read works from literary works (poems, short stories, excerpts from novels, etc.) that have a common theme. Highlight main thoughts and ideas from the works, discuss the works as they relate to this theme, discuss how literary elements develop the works, create an outline, write paragraphs that depict the theme and how a chosen literary element helps to advance a work, edit and re-write. (RL.11-12.1, RL.11-12.2, RI.11-12.1, RI.11-12.2, W.11-12.1, <span style="font-family: Arial,Helvetica,sans-serif;">W.11-12.2, W.11-12.4, W.11-12.9, SL.11-12.1, L.11-12.1)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Seminar and Writing (Argument): **

<span style="font-family: Arial,Helvetica,sans-serif;">Translate quotations from works read and/or critical lens quotations. Analyze critical lens quotes and give opinions. Come to a general consensus about the best translation. Cite examples and details from works read which support the translation of the critical lens. (RL.11-12.1, RI.11-12.1, SL.11-12.1, SL.11-12.4)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration: **

<span style="font-family: Arial,Helvetica,sans-serif;">Discuss rationale for the (best) translation of the critical lens. Write outline for the critical lens essay. Follow the outline and write an essay that fulfills the standards of a well-structured, well-developed, organized essay. <span style="font-family: Arial,Helvetica,sans-serif;">(W.11-12.1., W.11-12.2., W.11-12.4., W.11-12.5., W.11-12.9., L.11-12.1, L.11-12.2, L.11-12.5, L.11-12.6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Seminar and Writing: **

Assessments
<span style="font-family: Arial,Helvetica,sans-serif;">Teacher will be certain that students have met the criteria for the objectives by ….


 * <span style="font-family: Arial,Helvetica,sans-serif;">reading, commenting on and grading paragraphs, essays and other work required.


 * <span style="font-family: Arial,Helvetica,sans-serif;">walking around the room in order to encourage those who are on the right track and those who need some motivation.


 * <span style="font-family: Arial,Helvetica,sans-serif;">listening to students as they discuss various written works, concepts, themes, etc.


 * <span style="font-family: Arial,Helvetica,sans-serif;">observing student behavior in numerous settings (collaboration, working in pairs, discussion groups, etc.).


 * <span style="font-family: Arial,Helvetica,sans-serif;">questioning students about their ideas in order to motivate them to think more critically.


 * <span style="font-family: Arial,Helvetica,sans-serif;">having students demonstrate their skills by coming up to the white board.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Working with students individually in order to assist those who need assistance, encouragement or special instruction